Introduction I am in the second to last quarter in the Digital Education Leadership program at Seattle Pacific University. The end is near, but we are still knee deep in reading and learning! This quarter we’re discussing program evaluation and professional learning. In previous courses we posted our bi-weekly research based on various triggering questions. However, this quarter we’re doing… Read more →
The winter quarter for the Digital Education Leadership program at Seattle Pacific University has begun with the course, Program Evaluation and Professional Development. This online class taught by Dr. David Wicks and Suzanna Calvery, focuses on the ISTE coaching standards. This particular course examines standards 4 a,b, and c. It is the midpoint of the … Read More
For the past few weeks I have explored ISTE Coaching Standard 4b to try to understand how professional learning specifically impacts the use of education technology. School districts continue to take major steps, both in effort and resources, to provide professional development opportunities in the hopes of improving student learning. Unfortunately, the results continue to […]
EDTC Module 4 – Promote & Model Digital Citizenship and Responsibility Trigger Question: How can I as a 7th grade ELA/SS teacher help to advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources? As a 7th grade ELA/SS … Continue reading EDTC – Module 4 – Promote & Model Digital Citizenship and Responsibility
Most educators are becoming familiar with the SAMR Model, a framework designed by Dr. Ruben Puentedura to “help educators infuse technology into teaching and learning” (Shrock). While there are four equally important aspects to the SAMR Model, this post is going to look at R = Redefinition.
What exactly is the “Redefinition” of the SAMR Model? And how can we implement it into our classrooms? Let’s take a look!
Drag your cursor to 1:46 to see these teachers practice redefinition:
How is this “Redefinition”? Ask yourself these questions:
Could the teachers have played back the golf ball bouncing in slow motion without the technology?
Could the teachers have watched the movement of the ball at varying speeds if this lesson had been taught without the technology?
Have they (or how could they) share this work and their findings with a larger audience? How could this work benefit others? …When unpacking science standards? …In other contexts?
How did this work transform the lesson?
Miller, M. (2014, April 3). 10 ways to reach SAMR’s redefinition level [Blog post]. Retrieved from http://ditchthattextbook.com/2014/04/03/10-ways-to-reach-samrs-redefinition-level/
NGSS. (n.d.). NGSS: science and engineering practices [Video file]. Retrieved from https://www.teachingchannel.org/videos/science-engineering-practices-achieve#
Schrock, K. (n.d.). Resources to support the SAMR … Read More
Last semester I began my exploration of the ISTE Coaching Standards through the Digital Education Leadership program at Seattle Pacific University. This semester I continue that inquiry, while paying particular attention to the fourth standard, Professional Development and Program Evaluation. This standard, more so than any other, delves deep into the topic and addresses several areas of importance:
Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning:
a. Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning
b. Design, develop, and implement technology-rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students
c. Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience
d. Coach teachers in and model design … Read More
EDTC 6433 – Module 3 – ISTE Standard 3 – How can I collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation without making them feel insecure or giving up? My demonstrations have sometimes not gone over the way I would have like them to … Continue reading EDTC 6433 – Module 3 – ISTE Standard 3 -Collaborating with Peers
Welcome to my website! I am glad you stopped by for a visit. I encourage you to take a look around to learn more about me, read my posts, and engage in dialogue. By way of introduction, check out some the links below to learn more about me. Enjoy your visit and happy exploring! Learn about me Read my curriculum vitae… Read more →
Generation Ready. (n.d.). Raising student achievement through professional development. Retrieved January 27, 2016, from http://www.generationready.com/wp-content/uploads/2013/10/PD-White-Paper.pdf
Regional Educational Laboratory. (2007, October). Reviewing the evidence on how teacher professional development affects student achievement. Issues & Answers, (33), iii-31. Retrieved from http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf… Read More
Digital Wisdom for Work Course Portfolio Undergraduate Teaching and Instructional Design I co-taught a grant-funded undergraduate course in 2014-2015 (face-to-face) and 2015-2016 (online) called Digital Wisdom for Work. I created the course and managed it in Blackboard for the face-to-face course. For the 2015-2016 course, which was fully online, I designed the course in Canvas. The items in the portfolio are a… Read more →
